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Improving the practices of teacher educators through collaborative action research: challenges and hopes.

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Title: Improving the practices of teacher educators through collaborative action research: challenges and hopes.
Authors: Yosief, Amanuel1 amanshali3@gmail.com, Sulieman, Mohammed-Saleh2, Biede, Tecle2
Source: Educational Action Research. Apr2024, Vol. 32 Issue 2, p204-221. 18p.
Subject Terms: *Education research, *Teacher educators, *Teacher training, *Action research
Geographic Terms: Eritrea
Abstract: This study focuses on three essential concepts – collaboration, action, and research. It was initiated by three former teacher educators (TEs) at Asmara Community College of Education (ACCE), Eritrea (now defunct), and data was drawn from their written accounts and rigorous reflective discussions. It illuminates the lines of development while attempting to improve practices, the tensions this created among individuals, collective agencies, and institutional transformations. It reveals realities about the perpetual and unpredictable challenges the TEs encountered and the outcome of the actions they attempted to execute. Along the way, they uncovered evidence on why and how they could enrich their professional values when they come together and collaborate in exploring the essence of their practices. The findings reveal that TEs who systematize their practices through collaborative action research (CAR) can significantly develop their professional effectiveness. They have established that TEs should collaborate, act, and engage in research to develop enduring professional identities which can adapt to changing educational situations. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Improving the practices of teacher educators through collaborative action research: challenges and hopes.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Apr2024, Vol. 32 Issue 2, p204-221. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink>
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  Data: This study focuses on three essential concepts – collaboration, action, and research. It was initiated by three former teacher educators (TEs) at Asmara Community College of Education (ACCE), Eritrea (now defunct), and data was drawn from their written accounts and rigorous reflective discussions. It illuminates the lines of development while attempting to improve practices, the tensions this created among individuals, collective agencies, and institutional transformations. It reveals realities about the perpetual and unpredictable challenges the TEs encountered and the outcome of the actions they attempted to execute. Along the way, they uncovered evidence on why and how they could enrich their professional values when they come together and collaborate in exploring the essence of their practices. The findings reveal that TEs who systematize their practices through collaborative action research (CAR) can significantly develop their professional effectiveness. They have established that TEs should collaborate, act, and engage in research to develop enduring professional identities which can adapt to changing educational situations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2024
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